泽熙美文34 [简答题]
设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语口语教学方案。教案没有固定格式，但必须包含下列要点：
● teaching objectives
●teaching contents
● key and difficult points
●major steps and time allocation
● activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人。多数学生已经达到《义务教育英语课程标准》(2011年版)三级水平。学生课堂参与积极性一般。
语言素材：
参考解析：Teaching Objectives:
( 1 ) Knowledge and Skills
Students use the sentences” What can/could/should we do? Do you have any more ideas? What else?
Any other ideas?”to ask for other students’ opinions and use the sentences” We can/could/should … I think we should… How anoutto offer their own advice.
(2) Process and Methods
Students discuss in groups about the things they should do to welcome the foreign students based on the listening material, then give a report.
(3) Emotional Attitudes and Values
Studentsrecognizeandrespectthecultural differences between China and England, and can find appropriate ways to welcome the foreign students.
Teaching Contents:
This is a speaking lesson whose topic is about” how to welcome a group of foreign students who are going to visit your school”. Students should ask and give their opinions during communication.
Teaching Important Points:
Students master the sentence patterns.
Teaching Difficult Points:
Students decide the right things they can do to wel-come the foreign students in conformity to British people’s manner.
Teaching Procedures:
Step 1 Pre-task(3 minutes)
When the class is on, the teacher tells his students that “A group of English students are going to visit our school next week. In order to give them an unfor-gettable experience, please brainstorm several plans to welcome them. ”
The teacher writes down on the blackboard the key phrases that students have
mentioned，and gives his commend” You are so warmhearted.But you know，they are Englishmen.
We must welcome them in British manner. How?
Before thinking about that,let’s listen to two materials in the textbook to finish the listening exercises first. ”
(Justification :Talking about the topic in the real situa-tion can raise students’ enthusiasm to communicate. )
Step 2 Task-cycle( 15 minutes)
Activity 1 Listening
Students listen to the first listening material about students’ discussion three times, takenotes and finish the exercise 2in the textbook. Then the teacher letsstudentsretell the students’ideas mentioned in the listening material and predict what suggestions the teacher will give in the second
listening material.
Students listen to the second material about the teacher’s suggestions three times, check their pre-diction by circling the teacher’s suggestions in the textbook.
(Justification: The listening task is language input activity, which will help students output more lan-guage information in the next activity. )
Activity 2 Group Discussion
Students discuss in groups about why they should and shouldn’t do the things mentioned in the listen-ing materials. During students’ discussion, the teach-er guides students to notice the cultural differences between China and England. Then, students discuss again what else they can do if the foreign students really visit their school. Several minutes later, they share their ideas in the class group by group.
(Justification: The first discussion task will help students recognize the cultural differences, and also can prompt students to find appropriate ways to wel-come the foreign students in the second discussion task. )
Step 3 Language
Focus(2 minutes)
The teacher guides
students to notice and conclude
the language structures they used. How to ask for other people’s opinions?
How to offer your own ad-their conclusion in the note- book.Then，the teacher writes the key language structures on the blackboard. Students are asked to write a short passage to introduce their plans to wel-come the foreign students as a homework.
(Justification :This step draws students’ attention to the language patterns, which is good for their accu-rate use of language. )
